This ESRI StoryMap examines 2020 Census data using a variety of scales, examples, maps, and data

Students will observe/investigate the movement of water through the different stages of the water cycle and determine what drives this cycle. Students are asked to think about what precipitation is then watch a video about why the water cycle is important. They observe a simple version of the water cycle and take some notes. Students are asked what stages require solar radiation, which require water to give off heat, and which are driven by the force of gravity. The teacher does several different demonstrations while students fill in a sheet that has the students recording their observations of different processes in the water cycle and how energy is involved. Students build their understanding of the water cycle through the different models that are shown or experienced. The culminating activity has them create their own model of the water cycle from the viewpoint of a water molecule including the processes, the energy involved, and gravity.

This resource is a research review exploring the relationship between Universal Design for Learning (UDL) and Differentiated Instruction (DI). Abstract: A lot of confusion between UDL and DI exists, especially on how they exactly relate to each other. Consequently, a systematic review was conducted to identify all specific types of interrelationships between both pedagogical models in the literature. In total, 27 peer-reviewed articles were included. Three conceptual interpretations of the UDL and DI interrelationship were identified.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

Open Middle provides math problems that have a closed beginning, a closed end, and an open middle. This means that there are multiple ways to approach and ultimately solve the problems. Open middle problems generally require a higher Depth of Knowledge than most problems that assess procedural and conceptual understanding.

This task requires students to use the fact that the value of an exponential function f(x)=a⋅bx increases by a multiplicative factor of b when x increases by one. It intentionally omits specific values for c and d in order to encourage students to use this fact instead of computing the point of intersection, (p,q), and then computing function values to answer the question. This task is preparatory for standard F.LE.1a.

In this task students prove that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.

This problem illustrates how an exponentially increasing quantity eventually surpasses a linearly increasing quantity.

In this task students observe using graphs and tables that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically, or (more generally) as a polynomial function.

This problem shows that an exponential function takes larger values than a cubic polynomial function provided the input is sufficiently large.

The purpose of this task is twofold: first using technology to study the behavior of some exponential and logarithmic graphs and secondly to manipulate some explicit logarithmic and exponential expressions.

The task provides a reasonably straight-forward introduction to interpreting the parameters of an exponential function in terms of a modeling context. The task has students both generate an exponential expression from a contextual description, and in reverse, interpret parameters in a context from an algebraic expression.

The purpose of this task it to have students discover how (and how quickly) an exponentially increasing quantity eventually surpasses a linearly increasing quantity.

The purpose of this task it to have students discover how (and how quickly) an exponentially increasing quantity eventually surpasses a linearly increasing quantity.

This problem shows that an exponential function takes larger values than a cubic polynomial function provided the input is sufficiently large.

The purpose of this task is to help students see the "why" behind properties of logs that are familiar but often just memorized (and quickly forgotten or misremembered). The task focuses on the verbal definition of the log, helping students to concentrate on understanding that a logarithm is an exponent, as opposed to completing a more computational approach.

This task and its companion, F-BF Exponentials and Logarithms I, is designed to help students gain facility with properties of exponential and logarithm functions resulting from the fact that they are inverses.

This task and its companion, F-BF Exponentials and Logarithms I, is designed to help students gain facility with properties of exponential and logarithm functions resulting from the fact that they are inverses.